Professional Education Unit
Program Assessment Plan – Advanced Preparation
Name of Preparation Program: Master of Arts in Education: Special Education Initial
Certification: Learning and Behavior Disorders (0456)
Master of Arts in Education: Special Education: Moderate/Severe Disabilities (0438)
Date Completed: December 8, 2008
Date Submitted: December 8, 2008
Revised July 2013
Submitted By: Janet L. Applin, Ph.D.
Plan Version: 03032008
AP SPED PAP Page 2 of 10
WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - ADVANCED PREPARATION
Component 4:
Component 1:
Component 2:
Component 3:
Culminating Assessment
Admission Data
Course Based Assessment Data
Clinical Experiences Data
Data
Conceptual Framework
Standards/Values
Final Clinical
Experience/Evaluation
Capstone Assessment
Exit
Survey
Alumni
Survey
Employer
Survey
Content Knowledge
X
X
X
X
X
Designs/Plans
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Assessment/Evaluation
Technology
Reflection
Collaboration
Professional Development
Leadership
Dispositions
Field Experiences & Clinical
Practice
Critical Performances
Aligned to Kentucky Teacher and
Learned Society Standards
Implements/Manages
Various Data Required by Graduate Studies and/or Program
Learning Climate
REQS
Early Clinical
Experiences
Component 5:
Exit and Follow Up Data
Diversity
X
X
X
X
X
X
Impacts P-12 Student Learning
DATA MAINTAINED BY:
X
OTS
Faculty
CEBS ACCSYS
CEBS ACCSYS
DATA REPORTING CYCLE:
Semester
DATA REVIEWED BY:
Program
DATA HOUSED IN:
Program
Program
Program
Program
Program
Program
Yearly
Yearly
Yearly
Yearly
Yearly
Yearly
Biannually
Faculty/Programs/PEC
Program
Program
Program/Dean
Program
Program
Program
1: Program
2: Admission to Culminating Assessment
Admission
*Each advanced program must identify forms or associated questions/rubric items for each X.
Transition Points:
X
(May be part of TP 2 or 3)
3: Program Exit
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How Data Fit and Are Used Within the Electronic Accountability System
DEMOGRAPHICS
WKU Professional Education Unit Electronic Accountability System Components
COMPONENT 3
COMPONENT 1
COMPONENT 2
Admission Data
Electronic
Portfolio System
Early Clinical
Experiences
Final Clinical
Experience
Culminating
Assessment
Data
Certification &
Praxis
Follow Up
Surveys
INITIAL
PREPARATION
Data entered by
Office of Teacher
Services after
Student
Orientation
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Curriculum &
Instruction staff
after candidates
submit
Fieldwork
Summary Form
Data entered by
Office of
Teacher
Services
Teacher Work
Sample Scores
entered
electronically by
faculty & Ed
Technology
Data entered by
Office of Teacher
Services
Electronic
survey data
merged into
Accountability
System
ADVANCED
PREPARATION
Data entered by
Office of Teacher
Services after
Graduate
Admission
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data currently
housed by each
program
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Office of Teacher
Services
Data currently
housed by each
program
TRANSITION
POINTS
1: Program
Admission
Data currently
housed by each
program
2: Admission to Culminating Assessment and/or
Final Clinical Experience
*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.
(Overlap in some
AP Programs)
COMPONENT 4
REPORTS
3: Program Exit
COMPONENT 5
AP SPED PAP Page 4 of 10
Core SPED
MAE
Courses*
EDFN 500 or
SPED 534
Research
Methods
Course
PSY 519 or
PSY 540 or
SPED 518
Classroom
Behavior
Problems
Course
SPED 630
Special
Education
Law &
Finance
SPED 590
Internship
(for Initial
Cert) or
SPED 595
(for
Advanced
Prep)
Critical Performance Assessment Alignment Matrix (Current: June 2007)
Advanced Preparation Professional Education Program (Exceptional Education MAE LBD)
KY Teacher Standards
I
II
III
IV
V
VI
VII
VIII
Content
Knowledge
Designs/Plans
Learning
Climate
Manages
Instruction
Assessment
Technology
Collaboration
Individual
Research
Project
Individual
Research Project
Functional
Behavior
Assessment and
Behavior
Intervention
Plan
Functional
Behavior
Assessment and
Behavior
Intervention
Plan
Functional
Behavior
Assessment and
Behavior
Intervention
Plan
Case Study
Portfolio
Teacher Work
Sample or
Action Research
Project
Reflection
Teacher Work
Sample or
Action
Research
Project
Teacher Work
Sample or
Action Research
Project
Teacher
Work Sample
or Action
Research
Project
Teacher Work
Sample or
Action Research
Project
IX
X
Professional
Development
Leadership
Individual
Research Project
Individual
Research Project
Functional
Behavior
Assessment and
Behavior
Intervention
Plan
Case Study
Portfolio
Case Study
Portfolio
Case Study
Portfolio
Teacher Work
Sample or
Action Research
Project
Teacher Work
Sample or
Action Research
Project
Teacher Work
Sample or
Action Research
Project
Case Study
Portfolio
Teacher Work
Sample or Action
Research Project
AP SPED PAP Page 5 of 10
OTHER COURSES WITHIN THE LBD/MSD CONCENTRATIONS AND THEIR CRITICAL PERFORMANCE ALIGNMENT MATRIX
I
II
III
IV
SPED 419G²
SPED 515¹
Evidence Based
Practice Project
SPED 516
LBD Disability
PPT
Evidence Based
Practice Project
Evidence Based
Practice Project
Video Lesson
Plan
SPED 535²
School Data
Parent Resource
Project
P-12 LBD
Curriculum Map
MSD Disability
PPT
SPED 610³
ASD Parent
Resource Binder
SPED 612³
Agency
Resource Project
SPED 615³
Ziggurat Model
&
Comprehensive
Autism Planning
System Project
SPED 532
SPED 533
SPED 618³
SPED 619³
Instructional
Design Project
Functional
Behavior
Assessment &
Positive
Behavior
Supports
VII
VIII
Evidence Based
Practice Project
Transition
Project
Assessment
Case Study
Implements
Evidence Based
Programing
Video Lesson
Plan
Video Lesson
Plan
Disability PPT
MSD Disability
PPT
School Data
Parent Resource
Project
P-12 LBD
Curriculum Map
MSD Disability
PPT
School Data
Parent Resource
Project
P-12 LBD
Curriculum Map
MSD Disability
PPT
ASD Parent
Resource Binder
ASD Parent
Resource Binder
Agency Research
Project
Agency Research
Project
Ziggurat Model &
Comprehensive
Autism Planning
System Project
Ziggurat Model
&
Comprehensive
Autism Planning
System Project
School Data
Parent Resource
Project
Paper about
Karlie’s Story
ASD Parent
Resource Binder
Implement
Behavior Plan
Analysis of
Teaching
Experience
Agency
Research
Project
Ziggurat Model
&
Comprehensive
Autism
Planning
System Project
Instructional
Design Project
Journal Review
Reaction/
Research
Project
Demonstrate a
Learning
Strategy
Individual
Education Plan
Assessments ,
Analyze data
Analyzes
instruction and
curriculum
*Note: All students in every LBD and MSD concentration complete the Core SPED MAE Courses.
¹ Note: SPED 515 is a newly approved course and will be taught for the first time in fall 2009.
² Note: MSD Course
³ Note: Autism Certificate Course
X
Disability PPT
Paper regarding
Characteristics/
Cause
Strategies
from the
National
Professional
Autism
Program
Individual
Education Plan
Assessment
Case Study
Video Lesson
Plan
School Data
Parent Resource
Project
P-12 LBD
Curriculum Map
IX
Evidence Based
Practice Project
Disability PPT
SPED 530
SPED 531
VI
Assistive
Technology
Assessment
Evidence
Based
Practice
Project
Transition
Project
SPED 517
V
Assistive
Technology
Assessment
Collaborate with
School and
Community
Agencies
Instructional
Design Project
Professional
Development
Portfolio
AP SPED PAP Page 6 of 10
AP SPED PAP Page 7 of 10
Delineation of Unit/Program Transition Points – Advanced Preparation (Draft)
Transition Point 1: Admission to Education Preparation Programs
Data Reviewed
Unit Level Data:
 Admission Application
 Undergraduate Degree
 GAP Score (UG GPA x GRE)
 Teaching Certificate or Documentation of a
2.5 GPA for all previous coursework
Additional Program Specific Data (if any):
 GRE Analytic Writing Score
 Admission Portfolio
Minimal Criteria for Admission/Continuation




Completion of application
Evidence of degree
2200+
Evidence of certificate and/or official transcripts
 3.5 or Above
 Letters of recommendation, philosophy of
Review
Cycle
Reviewed By
Each
Month
Graduate
Studies and
SPED Program
Faculty
Graduate
Advisors
Deadline
SPED Program
for
Faculty
education, current resume, cover letter
Summer
Graduate
Admission
Advisors
is March
1;
Deadline
for
Fall
Admission
is May 1
Deadline
SPED Program
 Admission Exceptions to GRE Requirement;  WKU graduates with undergraduate GPA of
for
Faculty
GRE waived and Portfolio Accepted if
2.75 or higher, or
Graduate
minimal criteria met
 Graduates of an accredited university or college Summer
Admission
Advisors
with undergraduate GPA or 3.0 or higher, or
 Graduates of an accredited university or college is March
1;
with an MA and a graduate GPA of 3.0 or higher
Deadline
for
Fall
Admission
is May 1
Transition Point 2: Admission to Final Experience (e.g., Student Teaching, Clinical Practice, Culminating Assessment)
Review
Data Reviewed
Minimal Criteria for Continuation
Reviewed By
Cycle
Program Specific Data
Graduate
 Student GPAs monitored by Graduate
 GPA must be raised to 3.0 within one semester
Fall,
Studies, SPED
Studies and SPED Graduate Faculty
Spring,
Program Faculty
Summer
 Students who fall below 3.0 GPA are
 GPA must be raised to 3.0 within one semester
Graduate
Terms
monitored to determine if GPA can be raised
Advisors
 Proficient Score on all Critical Performances  Scores of 3 or 4
Transition Point 3: Program Exit
Review
Data Reviewed
Minimal Criteria for Exit
Reviewed By
Cycle
Program Specific Data
 Prior to Final Semester/Term of Course Work  Form D Completed
Fall,
SPED Graduate
 Application for Graduation Completed
Spring,
Faculty and
 Comprehensive Exam
 Passing Score on all parts of Comprehensive
Summer
Graduate
Examinations
Terms
Studies
 Final GPA
 All Courses on Program of Studies Completed
with 3.0 GPA Overall
AP SPED PAP Page 8 of 10
Graduate faculty members in SPED hold monthly program meetings (documented by meeting minutes)
to review Admission Exception requests, students who have fallen below a 3.0 GPA, and to review
applications for comprehensive examinations each semester. Graduate Faculty advisors contact students
when needed to remediate and advise on GPA matters.
Remediation Opportunities:
TP 1: Candidates who do not qualify for admission based upon GRE scores may meet one or more of the
Admission Exceptions Requirements to have GRE requirement waived.
TP 2: Candidates may request additional instruction from faculty and may resubmit Critical Performances in
order to improve their scores.
TP 3: Candidates may request additional instruction/consultation from faculty and may retake Comprehensive
Examination up to two additional times. If Comprehensive Exams are unacceptable after the second try,
candidates must meet with faculty and develop a remediation plan including, but not limited to, course audits
and selected readings.
AP SPED PAP Page 9 of 10
Other Key Data Collection Matrix
Preparation Program: Exceptional Education MAE in LBD or MSD ( Graduate Level)
Program Level Data Collection Points (Courses)
CF Values
Unit-Wide Assessment
1
Dispositions
Dispositions Form
Field Experiences & Clinical Practice
Early Clinical Experience Summary Information
Field Experiences & Clinical Practice
Final Clinical Experience Summary Information
KTS/Impacts P-12 Student Learning
Capstone Assessment
KTS/Dispositions
Final Clinical Experience Evaluation
SPED 515
and SPED
516
*See note
below
SPED 590
and SPED
599
SPED 590
and SPED
599
2
3
4
5
SPED 610¹
SPED 590
SPED 590
and SPED
595
* See note
Diversity*
Early/Final Clinical Experience Summary Information
below
*Please indicate the course or experience your program uses to guarantee that all candidates work with diverse students.
KTS
Exit Survey
*Due to the nature of the SpecialEducation graduate program's service delivery through distance learning, and the fact that students are often full time classroom
teachers, field experiences are conducted within the full time teachers' classrooms. For those students who have not secured a teaching position, an alternate field
experience is possible through the completion of SPED 590 as an internship placement. In the event that students are placed in a Final Clinical Experience, efforts are
made to place students in settings with diverse populations above 11%.
¹ This course is part of the Autism Certificate sequence and requires 30 hours of field experience in the Kelly Autism Program or another approved setting.
Annual Program Assessment Report Outline (Due September 15)
Academic Year ___________
1. Present your continuous assessment results in the following areas:
a. Admission Data
b. Course Based Assessment Data
c. Clinical Experiences Data – Be sure to include dispositions assessment results, P-12 student
diversity statistics, and results of efforts to ensure all candidates work with diverse students.
d. Culminating Assessment Data – Be sure to include impact on P-12 student learning data.
e. Exit and Follow Up Data
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards (Advanced
Programs) AND other key Conceptual Framework values. Be sure to describe what the results tell you
about your candidates’ progress toward/proficiency on each standard/CF value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on your
assessment results.
b. Describe any program curriculum or experience changes you have made/will make based on
your assessment results.
c. Describe any decisions about group/individual student progress you have made/will make based
on your assessment results.